1 Working life UNIT AT A GLANCE THEME: Working life TED TALK: A fe lesson from a volunteer firefighter. Mark Bezos tells a story about a time he went to help at a fre. AUTHENTIC LISTENING SKILLS: Dealing with new vocabulary CRITICAL THINKING: How a message is delivered PRESENTATION SKILLS: Being authentic GRAMMAR: Present simplo, Expressions of frequency, Incirect questions LEAD IN ‘+ Ask students to open their books and look at the photo on pages 8 and 9 + Ask questions about the photo and elicit answers from Indwviduals: Where are these people? What are they doing? How would you describe this job? Who might enjoy a job of this sort? Would you? Way? Wry not? TEDTALKS BACKGROUND 1 + Tell the class to read the text about Mark Bezos and his talk necessary, clarify the folowing words: poverty -the state of being poor volunteer ~ someone who does a job for free because they want to acts of heroism ~ from hero, brave things to do that help others ‘generosity ~if you show generosity, you are happy to give your money or time to someone else for free ‘+ Ask the class what is meant by the TED slogan: ideas worth spreading, ‘+ Put stucants into pairs or threes to discuss the questions. \When they are ready, encourage them to share thelr answers, with the class, asking them to justify their ideas. Answers. 1 He worked in advertising before. Now he works for a charity organization and is a volunteer firefighter. 2 Firefighters are highly respecte. 3 He is motivated by big and small acts of heroism that he sees every day. PRONUNCIATION: Sentence stress, Intonation in questions VOCABULARY: Working life collocations (verb + noun), Jobs READING: Skis for the 21st century LISTENING: Asking about jobs ‘SPEAKING: Best and worst jobs, My skills, Talking about jobs and studies WRITING: A formal lettor WRITING SKILL: Indirect questions. KEY WORDS 2 * Optional step. Books closed. Write the seven items of ‘vocabulary on the board in random order. Read out esch of the sentences, replacing the words in bold with beep. Students call out the word from the board that they think fits the gap. If they get it wrong, shake your head and repeat the sentence. I they get it right, move to the next sentence. If they get this wrong, return to the very beginning, repeating the frst ‘sentence and the second. Continue lke this until the class. confidently fils each gap for sentences 1 to 7 with no errors, * Books open. Ask students to do Exercise 2 on their ‘own or in pairs. Students match the words in bold with their definitions. An 1d 2e 3c 4g Sf 6b 7a * Optional step. To further check comprehension, ask {follow-up questions: Does anyone here feel they have a vocation. Are you Jealous of any of your friends or family? Who of you are homeowners and wio rents? Has anyone been a volunteer at a soup kitchen or similar charity organization? What should a witness do if they see 2 crime? Would you know what to do if you saw something in flames? AUTHENTIC LISTENING SKILLS Dealing with new vocabulary 3a ‘+ Optional step. After reading the Authentic listening skis, box, ask students for thelr reaction to the advice. Encourage them to describe their experience of listening in English and the difficulties that they have had. Do they normally manage to stay relaxed? Doss anyone have any techniques for relaxing Into listening? 1 Workinglife 14‘+ BIER Write sentence 1 on the board. Play just that ‘sentence and ask them which words ware clearest to them ‘and why. Gircle the stressed words. + Instruct them to listen to all three sentences, to circle the ‘stressed words and to undertine the words that are repeated. Play the recording * Lot students compare their answors before sharing with the whole class. Be prepared for differences of opinion; remind them that word stress is not just ‘on’ or ‘off’ but that some words are stressed more than others. For this reason, one student may hear stress where another does not. Therefore, the following answers are suggested. Transcript with suggested answers + GBB in New Yow lam the Bad of deGBopment for a (}-proiit called Babing 2 When I'm@oBfichting 6Qverty, m(GEBting HES. the assistant Gaphain of a volunfearfigeampany, 3 Now in(@uBtown, whore the voluntSSES6UBBIeront a (Fighly Ged cargan sah youlTavs to Gatto th Jy 1 get(t)on anyon 3b + Give students a minute to prodict the stressed words and find the repeated words in sentence 4 ‘+ IES Play the recording for students to check. ‘Transcript with suggested answers 4. Lam fess to CS of gonofosity and|kinghess on a monufiestal eal... ut 'm also gies to acts of rage and @aurage on an indfual GBs. ERI A life lesson from a volunteer firefighter TEDTALKS 1 *+ Tell students to look at sentences a-c and decide which lesson they think Mark Bezos wants us to leam. Invite ‘suggestions but don’t accept or reject them yet, Ask them to justify their guesses. Before they watch the TED Talk, ask them to read the instruction in Exercise 2 as well ‘+ CUE Play the whole talk. Answer bis the main lesson. It isn’t a because he doesn't mention ‘fiends or family, and he taks about heloing strangers. It isn’t e because he says ‘Don't wait until you make your first milion to make a difference in somebody's life’) ‘Transcript (O:13 Backin New York, lam the head of development fora non profit caled Rebin Hood. When I'm not fighting poverty, 1m fighting fires asthe assistant captain ofa volunteer fire company. Now in our town, where the volunteers -supolement a highly skiled career staf, you have to get to the fe scene pretty early to get in on any action. 1 remember my fst re. I was the second volunteer on the scene, so there was a pretty good chance I was going to get in But stil it wes area footrace against the other volunteers to get tothe captain in charge to find out what ‘ur assignments would be. Wen | found the captain, te was having e very engaging conversation with the ‘homeowner, who was surely having one of the worst days thor if. Here twas, the middle ofthe night, she was standing outside inthe pouring ran, under an umbrel, her pyjamas, barefoot while her house wes in fames. The other volunteer who had emrived just before me let's cal him Lex Luthor ~ (Laughter) got to the captain frst and was asked to go inside and save the homeowner's dog. The dog! was stunned with Jealousy. Here was some lawyer or money manager who, for the rest of his life, gets to tell people thet he went into @ burning building to save a living creature, Just because he beat me by five seconds. Well | was ‘next. The captain waved me over. He said, ‘Bezos, | ned you to go into the house. | need you to go upstairs, past the fire, and I need you to get this woman 1 pair of shoes." (Laughter | swear. So, not exactly what 1 was hoping for, but off J want - up the stairs, down the hal, past the ‘real firefighters, who were pretty much done putting out the fir at this point, into the master bedroom to get a pair of shoes. Now I know what you're thinking, but I'm no hero. (Laughter! carried my payload back downstairs where I met my nemesis and the precious dog by the front door. We took our treasures outside tothe homeowner, where, not surprisingly, his received much ‘more attention then did mine. A few weeks later, the department received letter from the homeowner thanking us forthe valiant effort alsplayed in saving her home. The act of kindness she noted above all others: ‘someone had even gotten her a pair of shoes. (Laughter In both my vocation at Robin Hood and my avocation as, ‘a volunteer firefighter, | am witness to acts of generosity ‘and kindness on 2 monumental scale, but I'm also witness to acts of grace and courage on an individual basis. And you know what I've learned? They all matter. So as look around this room at people who elther have achieved, or are on their way to achieving, remarkable levels of success, ! would offer this reminder: don't wait. Don’t wait until you make your frst milion to make ‘a dfferencs in somebody's life. f you have something to give, give it now. Serve food at a soup kitchen. Clean up a neighbourhood park. Be @ mentor. 1106 248 248 421 Working life3330 Not every day is going to offer us a chance to save somebody's life, but every day offers us an opportunity to.affect one, So get in the game. Save the shoes. 3:41 Thank you. (Applause) ‘ERI Play the third part ofthe talk (2.46 to the end). Let students make notes after watching. Then put them in pairs to discuss their answers. ‘Answers | Background information Lox Luthor Lex Luthor is the main enemy of Superman from the | original comic strip. Note the differences in British English and North American English shown at the foot of the spread. In this unt, these ‘focus on pronunciation differences. See Teaching tip 1 on page 8 of the Introduction for ideas on how to present and practise these differences. = + Putstucents in pairs. Get them to discuss thelr answer to Exercise 1 and the exemple Mark Bezos gives. * Invite students to share their thoughts with the whole class. Be generous; even if they understand only the smallest part of the story, praise them for their good listening skis Answer ‘The story of his first fire is a good example of a small act of kincness. The wornan really appreciated the fact that he found her some shoes to waar. 3 ‘+ Ask students to look at the four sentences. + CEN Pray the frst part of the talk from 0.00-1.06. * Elicit answers, asking them to justify them i possible. Answers ‘volunteer 2 second 3 the homeowner 4 night 4 + Let students read the five sentences before watching: they \ill have to alter jealousy to jealous and carried to carry in the task, so ask ther to predict the missing words and elicit the part of speech needed to fl the gap. + IEE Play the second part of the talk, from 01.06-2.48, ‘gain so that students can check their answers. An 1 dog 2 jealous 3 carryforng 4 homeowner 5 shoes s + Again, give students time to read the questions before watching. Suggest that as the answers are more complex, ‘they may prefer to just watch; you will give them time after waiching to make notes. 1 He has learned that all the acts of Kindness and generosity ae important, whether they are big or small 2 ‘Don't wait’ If people are wating to help others once they have made money and lve comfortably, they shouldn't, Because they have a lt to give already. 3 We can serve food at a soup kitchen. / We can clean a neighbourhood park. 6 ++ Use the two suggestions Mark Bezos mentions at the end of the talk to start alist on the board of ways we can help our community. ‘+ Students add ideas to this list in pairs, To encourage @ flow of ideas, consider getting one or two more ideas from them ‘and adding them to thelist before they separate into their pairs. ‘+ Monitor the pairs; make suggestions and be encouraging ‘about their ideas. After a few minutes, get everyone's attention, fled their ideas and write them on the board. ‘+ Ask if anyone has done any of these things or knows ‘anyone who does them, VOCABULARY IN CONTEXT 7 ‘Explain that students are going to watch some clips from the TED Talk which contain some new words and phrases. ‘They need to choose the correct meaning of the words. ‘(SI Play the clips from the talk. When each muitiple-choico {question appears, pause the clip so thet students can choose ‘the correct definition. Discourage the more confident students ‘rom always giving the answer by asking them to raise their hand if they think they know. ‘+ Explore around the words to deepen understanding. For example, tell them that get in on... action is normally used with the: get in on the action, and that it s synonymous with get in on the game. ‘Transcript and subtitles 1 Now in our town, where the volunteers supplement a highly skilled career staff, you have to get to the fire scene pretty carly to get in on any action. 2 be ready for work avoid doing any work ¢ be part of what people are doing 2 Iwas the second volunteer on the scane, so there was a pretty good chance | was going to get in @ apiece of good luck b astrong probability © areal danger 1 Workinglife 133 She was standing outside in the pouring rain, uncer an ‘umbrella, in her pyjamas, barefoot, while her house was in flames. 2 with cold feet with no shoes tired 4 but off! went —up the stairs, down the hal, past the ‘real’ firefighters, who were pretty much done putting out the fre at this point. a almost finished b very ted trom © having difficulty 5 |'m also witness to acts of grace and courage on an Jncivdval basis. And you know what I've learned? They all matter. a they are all cificult b they are all diferent © they are all important 6 Not every day is going to offer us a chance to save somebody's life, but every day offers us an opportunity to affect one. So get in the game. @ become involved b get a good job © be part of team Answers te 2b 3b 4a 5c 6a Mining for vocabulary ‘Students will appreciate the chance to notice interesting words and collocations from the talk, but they will benefit more if the vocabulary is actively learned and studied. Exercise 8 lets students personalize the vocabulary, but make sure that they also record it in their vocabulary books and revisit ‘them from time to time, Also consider letting them choose other vocabulary from the transcripts to learn, EE al 8 ‘+ Ask students to complete the three sentences in their ‘own words s0 that they are true for them. You could supply ‘examples about yourself to clarify instructions. ‘+ Invite students to read their sentences to the class. ‘Suggested answers [1 buy anew car. /.. do evening classes. 2... training for my job. /... depending on my parents for everything. 3... my family, my friends and my career. CRITICAL THINKING How a message is delivered 9 ‘+ Ask students whether they think Mark Bezos's message ‘was clear, and in pairs to think about the way he got the message across by choosing the best answer: a, b orc. Answer (© Mark Bezos uses the story of hie first fire to ilustrato the message. * Optional step. Make sure students realize that the other ‘methods could also be effective ways of getting a message ‘across. Ask them which of the three might be particularly memorable, poweriul or emotional. 10 ‘= Toll the students to read the comment and the questions. Elicit one or two opinions from students, If they agree that Mark Bezos' message could make a difference in people’s lives, ask them whether they think it might do so in their lives. _ PRESENTATION SKILLS Being authentic 1" + Optional stop. Books closed. Ask students to describe Mark Bezos as a speaker. Wht thelr ideas as adjectives on the board. Suggest an adjective yourself if you need to act ideas flowing. Ask them for other postive qualities in successful speakers. Encourage them by geting them to think of speakers they have heerd in the past: at work conferences, 6 television, comedians, poitcians and so on. ‘Books open. Students compare their ist with that in the book. They decide which qualities are most appealing (attractive) to them. Answers. 1 It was a short everyday story with a lesson. 2 ‘Students’ own answers 12 ‘+ Ask them to read the Presentation skils box and answer ‘the question. Discuss the answer with the class, exploring the different ways of exoressing it. Point out the subheading "Being authentic’. Answer It suggests people like to listen to speakers who are being themselves, using their own words and letting their personality come through ‘© Ask students to think about Mark Bezos’ authenticity as they watch the clip from the TED Talk. 14 1 Working life‘(352 Play the clip and put them in pairs when it has finished to discuss the questions. 1+ Get feedback from the class. Answers 1 Yes, they laugh at his jokes. | 2 Stucents' own answers, but he certainly folows 2 and 4, ‘Answers Students’ own answers + Direct them tothe infographic. Ask the class which qualities in Exercise 1 they think ere true for occupational therapy. 14 + Explain that students are going to ge a tworminute mini- resentation about their obs. To do s0, they need to make brief notes 0 that they have things to say. Emphasize tho instucton to include information that people may not know, ‘and to mention good and bad points about thir work. + Mako sure you include anyone without work; make sure thay know they can talk about a job they hope to doin the future or have done in the past. + Monitor individuals around the room, checking their notes, and responding to vocabulary queries. 15 + When students are ready, put them in paits so that they ‘ean do ther presentations. Encourage them to be themselves. + When they have given ther presentations, invite them to reflect on each other's talks. What adjectives would they use to work 3 don't doesn't 4 He'sgo> He goes 5 Is Does 6 eatelveye > always eat 16 1 Working lite7 * Ask students to put the words in the correct order. * Don't check the answers yet because students will isten to checkin Exercise 8a, Answers 1 lim usually at work by 8.00 in the moming 2 My boss rarely checks my work. | 3 He sometimes works on the train. 4 laiways check my emails before | send them, | 5 People in my country don’t usually work late. 6 Peosle often wear casual clothes on Fridays, 7 ‘tidy my desk once @ month, B Inover take work home with me in the evenings. Pronunciation Sentence Stress Ga * ES Ask students to listen to the sentences in Exercise 7 and check their answers, * Students then listen again and decide whether the expressions of frequency are stressed. Answer Yes, they are stressed | 8 * Put students in pairs to practise the sentences with the Corect stress. You may want to chorally drill the sentences fist. Pronunciation ~ back chaining Saying whole sentences with precision and fluency is dificult To help, divide the sentences into short Phrases. Locate the last stressed syllable in the sentence and drill only rom that point to the end. Then locate the penuitimate stressed syllable {nd cil rom this new point to the end. Continue Uuntl stucionts are saying the whole sentence, e.g: ‘morning... eight in the morning ... work by eight in the morning ... usually &t work ... usually at work by eight in the morning... 'm usuelly at work by eight in the morning. Lot them mumble Give the students a minuto to Practise on their own before whole-class choral Griling. Show them it's OK to say it quietly in theie ‘wn ime, making sure they get the weak forms right. Listen to your inner voice An even more private technique is to let them imagine themselves saying the sentences out loud, using the voioe in their heads to do the speaking, ‘+ Take a sentence from Exercise 7 and change itso that it 's true for you. Tell students to do the same and to discuss. the differences with a partner. They can use the adverbs and expressions in the box to help them. * Aftor two minutes, stop the class and aliit one or two ‘examples from each pair. Answers Students’ own answers 10 * Tell students to stay in their pairs and discuss their working ay at greater length this time, Point out the ciscussion ‘questions, * Goaround the ciass, monitoring to check that they are ‘on task and using the expressions correctly. Make @ note of any errors or interesting use of language. Encourage free discussion that is not restricted to the questions in the book. SPEAKING Best and worst jobs 11 BEC * Show students the survey data about best and worst jobs. Put them in groups and ask ther to do tasks 1 end 2. Monitor the groups checking that they understand the jobs, * To encourage students to think critically and evaluate the data, write on the board some extra questions and ask the group to discuss these as well Do you find any of the data surprising? Do you disagree with the positions of any jobs in the list? Do you think the results would be similar if the survey was carried out in your country? Where do you think this date comes from? What would ‘you lke to know about the survey to be sure that the data is accurate? * Inhole-class feedback, et students choose what they ‘would like to share with the class. Ask open questions such as What did your group talk about? Encourage discussion of the ‘extra questions, which provide prompts for the 21st CENTURY OUTCOMES aim of evaluating data. Discussion of the orgin of the data might raise more questions: Who might be interested in collecting data ofthis type? Is it from a government source ora less serious organization ‘such as a magazine or a publisher? How was the survey conducted? Who was asked? How ‘many people were asked? What exactly were they asked? Gy Photocopiable communicative activity 11; Go to page 208 ‘for further practice of present simple and expressions of frequency. The teaching notes are on page 233. i Set Workbook pages 6-7 for homework, 1 Working life 47EE Have you got what it takes? READING Skills for the 21st century 1 ‘+ Books closed. Write the title ofthe lesson on the board. ‘Ask stucients to think about Mark Bezos’ profession of firefighter. Ask the class what it takes to be firefighter and elicit answers. To give them an idea of the meaning of the question, suggest that a firefighter needs to be brave. Ask what else it takes to be one. Ask them if they think they've got, What it takes to be one, and if s0, what. * Optional step. Put students in pairs. Tell them to discuss What it takes to be a good language learner. Give them a couple of minutes before eliciting answers. ‘Tell students that they are going to read an article about what it takes to work in the 21st century. Ask them to look at the list and decide which the key skils are that workers need now. ‘+ Put students in pairs to compare their ideas from Exercise 1 and to discuss the questions. * After a few minutes, round up with a whole-class summary oftheir opinions. a ‘+ Show them the article on page 18. Set the two questions and ask them how best to read for this information. ASK them whether itis necessary to understand every word, Set a time limit of five minutes to encourage scan reading for the information they need. ‘+ Give students @ chance to compare what they have found with a partner before conducting whole-class feedback. peer 1 The author mentions the following skils as important: @ Interpersonal skis ine 11) d Technological knowledge (line 22) e Critical thinking {ine 21) f Teamwork fine 12) Organizational sills (ine 27) 2 The author also mentions the folowing skis: understand ing of cultural cifferences and how groups relate (ines 2-5) Creativity ine 23) a cesira to learn (ne 24) speed and efficiency (ine 26) abilty to priortize (ine 28) 3 ‘+ Tell students to read the article again, this time to comple sentences 1-5 with the correct options. Ask them to prepare to justify each answer by noting the line in the article where they read it. * Give them time to confer before nominating individuals ta share answers withthe class. Answers 1 cflines 1-2) 2 b(lines 7-9) 8 lines 15-17) 4 allines 19-20) ¢ (ines 27-30) 4 * Staying in their pairs, students discuss to what extent they agree with the article and which ideas seem most true of thet \work situation, their profession or industry. For students who are currently unemplayed or yet to enter a profession, they think about the article in relation to a profession that they kat best or one that they are hoping to enter one day. 5 *+ Tell students to find the words in the article and choose t ‘correct meaning based on the context. ‘© When thay have finished, go through the answers with the class. Answers 1b 2b 3a 4c 5a 6c VOCABULARY Working life collocations (verb + noun) 6 '* Explain that students are now going to look for some vet + noun combinations tht ae oten seen together inthe context of working ite + Point out the frst collocation inthe ist have a career, and ask the class to tnd tin the introductory paragraph ofthe aici. Point out that although the colocation is have a career itappears as carears that they have + Give them two minutes to find as many of the verbs tht go withthe nouns as possible. You might seit as a race to see who can find the mest understand cultural differences, technology ¢ do ajob d attend meetings © speak (to people) on the phone deal with a difficult situation, conflict g get, process information h priortize tasks i have fun ‘© Give them 2 few minutes to record these items in their vocabulary books. 48 1 Working lite+ Optional step. Stronger students may be interested in finding more collocations in the article, including but not restricted to vero + noun combinations. These include: today’s workplace, the global economy, think critically, build good relations, appreciate differences. You could also look at ‘he callocations in the list of skills in Exercise 1 above, e.g interpersonal, organizational, management skills. 7 + Ask students to complete the conversation with the correct verb from Exercise 6. To check their answers, put them in pairs and have them read the dialogue out loud as A and Answers: 1 do 2dealwith 3 speak 4attand § process Gundersiend 7 have 8 have Extra activity Edit the conversation Have the students edit the conversation so that it describes their own job, or a mystery job that others have to guess. Spaced repeti Unless students keep returning to new vocabulary they have studied, they are likely to forget much of ‘tery quickly. To avoid this happening, test them atintarvals. It is a good idea to check what they remember by the end of the same lesson, so find two minutes to spare before you finish. Put them in pairs; one student jooks at the ist while the other is ‘not allowed to look. They take turns to prompt each other with either a verb or a noun. The other has to remember the corresponding noun or verb. Start the next lesson by challenging students to write as mary verb + noun collocations about work that they ‘can remember. ny 6 z ry < ri i SPEAKING My skills 8 ‘+ Explain that understanding your strengths and weaknesses isa key sill in today’s workplace. Tell students to write down four skils that are important to them in thelr work and studies, Offera personal example about your profession and say that interoesonal skis are essential for teaching. * For students who are out of work, suggest that they make alist for ther studies or for a profession of the'r choosing. ‘+ Tel them to add two things they expect from thelr ‘employer. Go around the class checking students’ work and ‘making suggestions where appropriate. 3 ‘+ Put students in small groups to compare thel lists from Exercise 8, answering the questions. In order to full the 21st CENTURY OUTCOME, students can consider what other skils they should have to progress in their career or enter the career oftheir choice. * Conduct whole-ciass feedback. If many students have Similar jobs or work in the same profession, ask if classmates ‘agree; if they work indifferent jobs, treat feedback as @ chance to leam about each other's chosen careers. + Optional step. Explain how the information they wrote in Exercise 8 about their skill sets can be used to sell themselves inthe jobs market. Ask them to turn to page 83 to look at an, ‘example CV and point out the Personal profile section near the start ofthis GV. ‘Ask them to think how they could use what they have written in a short passage for their CV. Give them ten minutas to write their Personal profile. Monitor ciosely, checking for errors and natural use of English. Tel them to file their profiles for future use! i Set Workbook pages 8-8 for homework. EE Whai do you do? VOCABULARY Jobs Extra activity Guess the job! Play a game to activate job names. Hand out three small slips of paper per student. Tel them to write, on each sl the name of a job in English. They should try to avoid writing \what other students might be writing by thinking of all sorts, of jobs (not just teacher or doctor!) They should not show anyone. Split the class into groups of six to eight students. Each group will need a hat or similar for the slips of paper, folded Up and mixed together. Divide these groups further into two teams of three or four students. Explain that each team is going to take turns to try to guess the name of the job. A member of the team takes @ slip of paper out of the hat, reads it, and must communicate the job to his or her teammates without saying the name of the job, e.g, This person works in a hospital but isn’t a doctor, enurse) ‘They continue for one minute (the other team times ther), taking slips out and communicating them. Then the ‘opposing team is given a minute to do the same. When all the slips have been used, each team totals their ‘score, getting one point per job guessed. 1 + Ask students to match the jobs with the photos. Ask them to identify the vords used to describe someone who is leaming a job. 1 Workinglife 19Answers ] ‘A amosealvesearcher @ elev sudent © asses asostant a pumbing apprene Gob = plumbed) | E en engnoor Fa tranee nue Suen, vanes, aprente al describe someone who tearing ao, + Onthobowd, wis mare coloetons an apprentice plumberielectrician/carpenter, a trainee nurse/teacher! tecounan «lawned! student 2 * IS Talstiets sono how te jobsin Exes tre pronounced then to practise pis, Pay the rocrde. Pry apecal tonton to word aresin engine an resaache be sient inplmbng otal eca ln aporetice an aesbtant and to sound nnuse and researcher LISTENING Asking about jobs 3 ‘© Explain to stucents that they are going to listen to a conversation in which Jake is asking Martha about her ob. Tell them to read the three questions in preparation for listening. Play the recording. Transcript eee Jake: So what do you do? Martha: I'man acoustics engineer. Jake: What's that? Like a sound engineer? Martha: No, not exactly. We help design spaces lke concert halls or conference centres or theatres... spaces where the quality of sound is important. vake: So who do you work for? Martha: I'ma trainee wih an international fim of architects. Jake: Where are you based? ‘Martha: I'm on one-year training programme in Frankfurt. Jake: — Wow! What does your job involve then? Martha: Well, | work on diferent projects. On each project, work on a different area, like buying materials or ‘budgeting and planning or design. dake: Is ita big fim, than? Martha: Yes, very big but there are only ten of us in the Frankfurt office. Jake: Do you mind me asking - what kind of contract are you on? Martha: Well as | say. I's @ one-year contract, but hopefully at the end of the year, they'll give me a permanent Job, But | have to do well this year. Jake: Martha: Jake: Martha: (Do you lke the job? Yeah, it's great. eam something new every day. (Oh well, good luck. ! hope you get the job. Thanks. students minute to confer in pairs, Then nominate individuals to share their answers. [ Answers | Martha is an acoustics engineer. Spe hes design paces where sound quay is important | 2 shes a tranee near the bagnning of er career, _ 3 Yes, she dogs, She leams alot 4 ‘+ Incicate the table. Give students two minutes to try to formulate the missing words in the questions. You could elicit possible answers for the first question to get them started: What do you do? What's your job? What do you work as? ‘+ EES Play the recording again. While itis playing, write he incomplete questions on the board ‘+ When it has finished, invite volunteers to complete the ‘questions on the board. Check that everyone agrees with the answers. Answers ‘See answers to Exercise 6a below. 5 ‘+ From memory, students make notes about Martha’s ‘answers. They compare their answers with a partner. If they need reassurance, or there are gaps in their memory, play the recording ane more time for them to check. Pronunciation Intonation in questions 6a ‘+ DIED Tell the students to listen to the questions in Exercise 4, Ask them to think about the intonation in the ‘question, where it rises and falls. Let tem discuss any rules about intonation that they can see. pascaeenene Answer ‘Students should be able to hear the fall on wh-auestions land the rise on yes/no questions. Note thet this is a basic rule and the intonation in questions can often change according to other criteria, 0g. if the speaker expresses surprise in a wh-question, thelr pitch and intonation will ise rather than fall 20 1 Working lifeTranscript and answers: 3 ‘iat yous 3 20 du woo 3 2h ote 2 hat oo yor et 2 Stated tm te 3 atin econ a you? > Barua b> ‘+ Put students in pairs allocating the roles of Martha and Jake respectively. They act out the conversation, paying attertion to their intonation in the questions, SPEAKING Talking about jobs and studi 7 ‘+ Give students two minutes to make brief notes about ‘heir ov jobs or their studies. Help them with any unknown vocabuiary. Indicate the Useful language box at the top of page 17. ‘+ Putthem in pairs again, perhaps with different partners, from Exercise 6b. Tell them to interview one another, competing the empty table withthe information that they discover. + Go around the pairs, listening carefully for intonation in ‘questions and any language points that are relevant to thelr working lite. + When they have finished talking, conclude the activity with, feedback. First, elicit what the students have found out. After that, point out and discuss any interesting use of language or WRITING A formal letter 8 + Ask the class to read the job advertisement quickly. Ask them whether they might be interested in a job like this, and \what their reasons would be for or against taking it. + Ask the students to work in pairs to make alist of {questions an applicant might have about the job. To help them with idees, suggest they look at the conversation between ‘Martha and Jake in the previous section. ‘Invite them to ask questions about the job. Write their ideas on the board, ‘Suggested answers Who would | be working for? What does the job involve? Where exactly in the South-east is the job based? How long is the job for? What type of contract would | have? Are qualifications or experience in sport necessary? How much travel would there be? What salary can | expect? ‘Tell students to read the letter and check wihich questions ‘the writer has about the job and whether any ate the same as their questions. Answers Stefan asks 'Where exactly in the South-east is the job based?” and ‘How long is the job for?" 10 + Ask students to examine the structure of the letter. Tell ‘them to put the functions in the order they appear in the letter. Let students check their ideas with a partner. * When students tell you the order, ask them to identify the beginning of each function. Answers b (saw your advertisement ..") 4d (1am interested in applying ..") (The advertisement says ..") a (1 ook forward to hearing from you.) Writing skill Indirect questions ta ‘+ Tall students to complete the direct questions based on the polite questions from the letter. You may need to do the first one with the whole class to clarify the exercise. ‘+ As they write, go around and check, focusing particularly on word order. Make sure whole-class feedback is very clear by writing it on the board. Leave a space between the ‘questions. Answers: 1 Wher is it? 2 How long does the contract ast? 3 Is there a possibilty of extending the contract? * Write the incirect question above the first direct question fon the board, making sure that the subject and verb are irectly above those ofthe direct question. Ask the class what 1 Working life 24they notice about word order. Use arrows crossing over to Clearly show the inversion in the direct question and its lack in the indirect question, and point out the use of does in 2 * Ask why the last question is different from the first two ‘and elicit that it s a yes/no question. Ask what word replaces what, where, how long, and so on in the indirect question, and point out the use of ‘Direct students to page 140 for more information on indirect questions. They can do Exercise 6 in the Grammar summary for more practice. Answers to Grammar summary exercise 1 When does the bank open? 2 How far is the station from here? 3 What does the job involve? 4 Do you know which company she works for? 5 Can you lime how I apply forthe job? 6 I'dlike to know if you offer English courses. 1b + Ask students to now rewrite in the other ‘direction’, making direct questions more polite, Remind ther to think about the rules they have just looked at in Exercise 11a. Answers 1 Can you tell me whet kind of work itis? 2 Could you tell me where you are based? 3 Can you tell me ifit is a big company? 4 I'd like to know what the work involves. 5 Do you know how long the interview usually takes? 6 Can you tell me how often buses go tothe business park? SPME 21st_ CENTURY OUTCOMES * Ask students to look at the advertisement for flm extras, Give them two minutes to decide what two questions they want to ask about it. They should consider the types of question that might be necessary for this job (to full the 21st CENTURY OUTCOME), ‘Give thom ten minutes to write the letter. Suggest that they Use Stefan Krantz's letter as a model, and that they be sure to ask politely! 13 * When they have finished, let them swap letters witha classmate. Instruct them to evaluate each other's letters according to the four-point checklist. * Ask them whether they feel more capable now of wt letter to enquire about a job. Ask them whether an email the same purpose would be any cifferent or not 1 Photocopiable communicative activity 12: Go to age 210 for further practice of jobs, skills and indirect questions. The teaching notes are on page 289, TB Set Workbook pages 10-11 for homework [Ey Sot Workbook Presentation 1 on pages 12-13 for homework 22 1 Working lifeUNIT AT A GLANCE THEMES: The processes of change; identifying ang instigating new trends TED TALK: How to start a movement. Derek Sivers {alk about the diferent roles in movements and argues thet while leaders get the credit for starting ‘amovernent, the first followers are often the driving force AUTHENTIC LISTENING SKILLS: Content words CRITICAL THINKING: Extending an argument PRESENTATION SKILLS: Beginning and ending LEAD IN box). ‘lowing him) Background information ython’s Flying Circus was a British comedy show Palin and John Cleese. The silly walks come from a London doing a variety of silly walks. TEDTALKS BACKGROUND 1 tak ifnecessary, clay the following words: founder — a credit receive recognition as the person who is respons! the driving force — the source of most of the energy for ‘something wih he class, asking them to justify ther ideas, "+ Ask students to look at the photo. Elicit some ideas about, ‘what is shown in the photo (see Background information ++ Tell students that the TED Talk for this unit is How to siar a movernent. How do they think the photo illustrates ‘hat? (The fist man is doing a silly walk and the others are The caption states that this photo shows fans of Monty Python celebrating International Silly Walks Day. Monty popula from 1869 to 1974, which made famous a group ‘of comedians who are known to this day, such as Michael sketch in Series 2 (1970) called The Ministry of Silly Walks, where John Cleese plays a civil servant walking through *+ Tel the class to read the text about Derek Sivers and his etson who starts an organization such as a company, get the * Put student into pais or threes to discuss the questions. Wien thay ae ready, encourage them to share their answers GRAMMAR: Present simple and present continuous, Present continuous VOCABULARY: Verbs describing trends, Relationships PRONUNCIATION: Siress in everyday phrases READING: identifying trends LISTENING: A conference meeting ‘SPEAKING: Genoral habits and current habits, Describing trends, Meetings and introductions WRITING: Formal and informal emails WRITING SKILL: Formal anc informal language ee Answers 1 He helped to start an Internet music store called CD Baby. 2 Students’ own answers. itis suggested that he is a leader because he has started at least two companies. 8 Students’ own answers KEY WORDS 2 * Optional step. Books closed. Write on the board the kay Words in the expressions in which they are found: ‘you need ‘guts’ he isa nut, ‘people... really stand out’, ‘his was a lone voice’, ‘people ridiculed he’. Tell them that some of the words ‘are colloquial or slang. Explain what colloquia! and slang mean lfnecessary (colloquial means informal slang Is very informal ‘and not appropriate in formal writing or polite conversation). Ask ‘them to identity the less formal words and to justify their ideas. Explain that guts anc mut in these expressions are informal and that informal words are often small words. * Books open. Put students in pairs. Tell them to cover AA 8B CC DD EE FF GG. _TISet Workbook pages 14-15 for homework EFA Who are you following? GRAMMAR Present simple and present ‘continuous 1 | 1 Optional step. Books closed. Dictate the definition without " Trentoning Twitter or tweets. Ask students to write down the _ defntion and guess the missing words. You could replace the missing words with a bird sound! * Books open. Ask students to answer the questions. Write ‘onthe board supplementary questions for pairs to discuss: Do you know others who use Twitter? Why do people use Twitter? What advantages and disadvantages does it have over other social media such as Facebook and instagram? What would make you start using Twitter you haven't already? 2 * Ask the students to find answers to the questions in the Infographic. Field their answers with the class. as Zee * Direct students’ attention to the Grammer box and the description of Twitter. Tell them to answer questione 1 and 2. ‘+ Students can check their answers nd overall Understanding of the present simple and present continuous by turning to the Grammar summary on page 142. If you feel that students need more controlled practice before ‘continuing, they could do Exercise 1 in the Grammar ‘summary. Otherwise, you could continue on to Exercise 4 in the unit and set the Grammar summary exercise for homework Answers _ pm eee ee | 1 Gomment and tolow describe actions that are generally true. 2 Are looking and are ... saying describe actions that are happening now or around now. -_ =| Answers to Grammar summary exercise Answers to Grammar summary exercise rf 1 A: Doyou smoke? 8: 'm trying | 2 Acare you reading B: writes 3 A:lsanyone sitting 8: He's just getting 4 Acusually take, are doing B: never take 5 A:does your company do B: make 2 Trends 27BEI The next big thing READING Identifying trends 1 + Put students in pairs. Ask them to read the predictions and decide whether the people were right. Elicit their answers, and any examples they can think of, ina whole-class discussion. Answers 1 Although he was slightly premature with 2001, many people read newspapers online now. For example, by 2018 more than half of British adults were accessing their news online. 2 Watkins was right that photographs would be sent ‘around the world, but he didn’t get the method correct, or the time. Telegraph was the dominant telecommmunications system in 1800, and in fact, it was possible even back then to send images in this way. The fax machine had ‘been in existence since 1843, allowing Images to be sent long distances. Nowadays, we can share photos with ‘fiends online, on sites such as Instagram end Facebook. 3 While there is a great potential for computer technology in classrooms, it s probably untrue that learning and classrooms are ‘dominated’ by IT, except in a few more privileged parts of the world and wealthy institutions. However, many classrooms are equipped with computers, projectors or interactive whiteboards, and many leamers | carry their own portable devices which they may or may | not use for learning. Background information Arthur © Clarke Clarke was a prolific futurist, or person who imagines what if wil be lke in the future, He farnously predicted telecommunications satellites in 1945. Less well known are his predictions ofa ‘global library’ by 2005 (something like the Internet, global positioning technology, satelite television and the mobile phone, which he called a ‘personal transceiver’. He wrote that people would 'be able to calla ‘person anywhere on Earth merely by dialing a number. | 2 + Silln pars, ask students to think bout how these people are able to spot such future trends, Give them a minute to discuss the question before opening i up to the whole cass. i | Suggested answers They stuey technology end think about possible applications; they use their imagination; they think about current problems and how technology might soWve those problems; they think about what they would keto see in the future (or possibly what they fea!) | 3 + Give students five minutes to read the article. They ne ‘compare their ideas in Exercise 2 with the author's. Answers. The author desoribes three ways of identifying future trends, You can look at today's trends and where they are leading us, you can look at trends in other sectors (0 areas of ite and apply them to your sector or you ea notice how people are playing and the creativity that comes from play. 4 ‘= Show the class the summary ofthe article and explain that they need to find words and phrasos from the article ‘complete the summary. + Let them compare their summaries in pairs. 1 look and listen to what is happening now / keep your ‘eyes and ears open 2 measured the amount of space 3 newspapers 4 (60 much) more information to read 65 general trends / trends in everyday life 6 your (own} sector 7 how people are playing / people's hobbies and thing they do to have fun 8 feo 5 + Tell students to look for examples in the text that il each way of spotting a trend. If you think that they need ‘to read the article again, give them more time to co this. Otherwise, you could discuss the answers together as a class, First way — Naisbitt made predictions by analysing te ‘amount of space newspapers devoted to certain i ‘Second way — a clothes company could use its ‘observations that in other areas af lfe people are becoming more active and that companies are ‘collaborating more with other companies to team up ‘a sports clothing manufacturer to make a new range al clothing, Third way ~ Apple and Facebook were both started on basis of free-time activity by thelr founders. 6 ‘Explain that the word trond collocates with some adjectives more commonly than others, and that the at contains some common adjective-trend collocates. 30 2 Trends+ Encourage students to look for the adjectives by scanning (see below); set them the challenge to be the first to find al six ‘adjectives inthe shortest time, * When the first student announces they have finished, ask them to give you the six words immediately, Write them on the ‘board. Confirm with the rest ofthe class thet this person has indeed won, *+ Now give everyone a minute to match the adjectives to categories 1-4. Answers 4 emerging (ines 14-18), new (ine 21) 2 major (ines 1-2) 3 future (ine 6), curent {ine 28) 4. general (ine 20) ‘Scan reading We read a novel in a diferent way to the way we reed a web page. Web pages are fragmented so they demand that you scan the page to find what youneed; your eyes roam right to left, up and down Unt you locate what you are looking for. We can ‘encourage students to practise reading indifferent ways in class. Here are some tips for encouraging scanning, 1 Set atask that suggests scanning, such as Exercise 6. By focusing on finding the adjectives {not on understanding the article) they are more likely o scan it. However, this may not be enough onits own... 2 Scanning is the quickest way of finding the hk adjectives, so if you make it a race, the competitive streak in them should prompt them to scan rather than skim. You can emphasize ‘the competition by starting dramatically: ‘Ready, steady ... GO!" ‘3. Demonstrate what scanning is. Read a page of a novel and of a dictionary in front of the class to ‘show them what your eyes are doing, Hold the ‘books slightly above your head so that they can see your eyes clearly. They should notice that with the novel your eyes skip along each line but with the dictionary your eyes roam in all directions Until they find the word. Before reading tasks, ask them which style of reading they are going to employ and why. 4 Set Exercise 6 as a race, then ask the winner how they found the words so quickiy. Elicit {rom them the scanning technique: Did you need to read every word? No? Why not? Let the class practise with some more phrases to find, containing the following words: plan, eyes, ful, team, mind. (plan for the future; keep your eyes ‘and ears open; take full advantage of; team up with; come to ming) 7 ‘+ Ask students to think of examples of the two trends and discuss them briefly in lass. ‘Suggested answers 1 online payment systems, e.g. PayPal using contactless debit cards; one-click shopping at large online stores, e.g, ‘Amazon; Biteoins and other alternative currencies 2 greater numbers of people running; pilates; unusual sports, ©.g. Tai chi, Capoeira; diets that involve cutting out gluten or particular sugars, e.g. lactose; fasting one or two days 2 week VOCABULARY Verbs describing trends 8 ‘+ Tell students to match each verb in bold with its opposite Inthe box. owen Tee 1 growing - shrinking 2 increasing — decreasing 3 improving ~ getting worse 4 becoming more ‘widespread ~ becoming less common 5 rising ~ falling 6 getting richer ~ getting poorer + You may be asked about the cifference between get and become. Point out that although the two verbs are often interchangeable, there isa slight change in register, ‘or formality, with get being slightly less formal (and more ‘common) than become. Also, we can see here that get often collocates with shorter comparative adjectives (get poorer richer/worse) whereas become tends to be used with longer ‘comparatives (become more widespread /less common). 9 + Put students in pairs. I the class consists of students ‘rom the same country, they can all discuss which statements in Exercise 8 they agree with for their country. If the class is ‘multinational, they can tell someone trom elsewhere about their country. ‘In whole-class feedback, invite students to talk about the ‘most interesting trends in their opinion ieee ree eee cee ‘Students’ own answers. | 10 * Let students work alone to complete the sentences with ‘the verbs and verb phrases trom Exercise 8. + You may decid to write the possible answers on the board for clarity, as some sentences have more than one answer. 2 Trends 31‘Suggested answers 1 getting (becoming) 2 increasing / growing 3 becoming / getting 4 improving / getting worse" 5 widespread / common *Note: temperatures rise, fall, increase or decrease, SPEAKING Describing trends "1 + Ask students to look at thelist of areas and to choose one. to write about. Tell them to write a sentence on a sip of paper describing a trend in that area. ‘© Put them in groups of three to five. Tell them to take turns reading each trend and discussing possible reasons for them, Encourage them to think of as many possible reasons as they can in order to full the 21st CENTURY OUTCOME of drawing conclusions about general trends. * Optional step. When they have finished discussing their trends, collect all the slips and revistribute them so that each ‘group has new trends to discuss. This time, however, they ‘ty to think of reasons why this trend isn't true or isnt realy happening. Extra activity The good old days Explain that they are going to play @ game in which they have to complain about modem life. They should imagine that they are grumpy old men or women who remember the past as a wonderful time with none of the problems that ‘exist today. ‘They play in pairs or small groups. The fist person starts by complaining about any aspect of modem life, e.g. Food Is getting more and more expensive. The next person must, complain about something diferent. They continue until a player can't think of anything to compisin about. The last person to fal to think of something bad to say is the winner! EF Set Workbook pages 18-19 for homework E23 How are you doing? VOCABULARY Relationships 1 * Ask students to complete the table with words from the box. ‘© Draw the table on the board and invite students to help complete it with their answers. Answers People you work with: assistant, boss, business partner, colleague, IT expert, manager, technical guru | People you (probably) don't work wits tend, husband, | other hat, partner, wife | 2 + With the class, elct the informal expressions, encouraging students to guess if they aren't sure | Answers boss = manager _guru=expert other haif = pariner * Optional step. Get students to add more words that they know to the two columns in Exercise 1, e.g. workmate, fatmate, boyfriend. ‘+ Put students in pairs. Students choose thres people from Exercise 1 to ciscuss the differences in greetings you would ‘expect with them. You could give an example in front of the class to illustrate the exercise. Use the photograph to teach bow if necessary. Answers. | Students’ own answers Note: In Britain i is usual to shake hands with business colleagues or fiends that you don't see every day. People might just smile and say hollo to colleagues they see every day. With friends and family, its common to kiss on the cheek, especially with members of the opposite sex. They may Just give a nod of the head to neighbours that they don't know very well + In feedback, ask students whether they agree with one another. Encourage them to act out the greetings to clarify the actions. Discuss any cultural dfferencos between members ‘of multinational classes, and whether they are aware of differences in other countries. LISTENING A conference meeting 4 + Set the gist question; tell studants to mark with a tick the correct column for each relationship depending on what they hear in the conversation. Play the recording. ‘© Quickly establish the relationships. Answers ‘Theresa knows both men, Jim and Franco. For Jim and Franco, this is thelr first meeting. 32 2 Trendsperpen jn, T= Theresa, F = Franco J: Hello, Theresa, good to see you. How are you doing? T: Yeah, things are going very wel, thanks, What brings you here? We're here to present our new product (Oh, well, good! luck with that. By the way, this is Franco, my marketing assistant. Hi, Franco. Good to meet you. I'm Jim Hyland. Pleased to mest you, sim. Isit your frst conference? Yes, doing an internship at NYT, in Theresa's cepartment. How's it going? Is Theresa working you very hard? F Wel, yes and no, but ove the job. T: When's your presentation, Jim? st Itstomorrow at 4.30. Please come along. T: Yes, 'd love to. Well, we have a mesting to go to now, ‘but great fo see you and see you omorrow. Jt Great. See you then. Have a good day. aS aes ‘+ Tell students that they are going to listen again, this time, forthe language used. Tell them to choose the phrases that they hear. ‘+ BED Play the recorcing again + Students read out the correct phrases to the class. Answers: 4 How are you doing? 2 Things are going very wel, thanks. 3 thisis Franco 4 Good to meet you. 5 Pleased to mest you, Jim. 6 How’sit going? 7 great to see you ‘+ Ask he class to comment on the level of formality in the comersation. Point out that the phrases Jim uses are quite informal, both with Theresa, who he knows, and to Franco, ‘who he is meeting forthe first time. The other phrases in the ‘exer, which are not spoken, are correct English and would be.sutable in formal situations, such as meeting an older parson in a more senior position of authority. Background information Business English Nos business settings these days are quite informal in nature, ein in North Ameria and Europe. Generally | speaking, busnossisall about making good, long-iasting reaionsrips with people, so fencliness and a level of ‘@axed comfort communicating with colleagues anc cientsis essential | Pronunciation Stress in everyday phrases 6 + Tell students toliston to and repeat the phases from Exercise 5. Ask them to pay attention tothe stress. + IEE Play the recording, ensuring everyone repeats the pireses. + Optional step. Tel students to listen carefully and mark the sre onthe phrases In Exercise 5. They can underine the stressed syibles, or example. Play the recording again. Ask them if they notice any repeated stress patterns. On the majority af ho phrases there f a repeated pattern of stressed-unstressed-stressed-unstresced, or @ + @ + Lot them practise on their own fora minute. Transcript ‘The stressed syllables are shown in bald, How aie you doing? Things are going very well, thanks. This is Franco. Hi, Franco. Good to meet you. Pleased to meet you, Jim. How's it going? Great to see you. SPEAKING Meetings and introductions z © Explain to students that they are going to practise a sirilar ‘conversation to the one they heard in the previous exarcisas. Give them a minute to read the roles. * Put them in groups of three and assign each student a ‘ole: A, B or C. Point out the Useful language box on page 27 and ask them to decide if they are going to need more or less formal expressions, and to identify and underiine @ few phrases that might be useful ‘In their oivn time, let the stucents start the role play. ‘Monitor unobtrusively to check that each group ison task and Using the language appropriately. ‘+ When they have finished, have them change roles, so that ‘they can practise a ditferent role. 2 Trends 33Succassful role plays Why is it that some role plays work fantastically while others fall flat on their face? We must remember that students may be unused to improvising, embarrassed at free speaking in character, challenged by the linguistic demands of thinking on their feet in English and uncomfortable at doing such a strange activity! There's a lot we ccan do to help. ** Give them the preparation time they need. If necessary, let them make notes, or atleast think ‘about the language they will use. Don't rush them! Write @ suggested first line on the board to get the conversation started. In this role play, for ‘example, you might suggest: Diane, itis you! or Excuse me for @ second, but | think | know that man standing over there... ‘= Background music hides embarrassad voices. ‘Some quiet music will make students fee! less conscious, and also will help set the scene if the role play is set in a restaurant, as itis here. Encourage actions and directions, such as having them stand up, shake hands, and so on. Props such as business cards, hats, ties and brisicases can all help students get into character and spark creative improvisation, Do the role play more than once. Treat the first one as a rehearsal, a chance to try out the language and make mistakes. Then the second ‘and third times can be performances, possibly even culminating in performing in front of the class When students are ready, get them to record the conversation, for their eyes or ears only. They can video themselves on their phone or just record the audio. As well as affording them a chance to check their English, it creates another incentive to perform well WRITING Formal and informal emails 8 ‘Books closed, Tell students that they have just ten seconds to decide which email is more formal and which is informal. Tell them to open their books, time the ten seconds, then tell them to close their books. * When you confirm the answer with the class, ask them ‘what they saw that led them to that decision. Answer Email Ais informal, B formal ‘They are likely to have noticed the contractions and ellipsis in A, and perhaps the greeting. ‘+ Ask the class which email they think is more appropriate, ‘rom what we already know about Jim and Theresa (we met ‘them on the previous page). Make sure students are aware of ‘the effect that an overly formal email would ikely have on the receiver. The more formal version of the emall would probably ‘seem too distant and therefore unfriendly to Jim, who may ‘wonder whether he had sald something to Theresa to upset her or make her angry. Writing skill Formal and informal language 9a ‘© Put students in pairs. Get them to underline the differences between the two emails. + Let them compare what they found with another par. ‘Answers i/ Dear Jim Good / It was good to see you at the conference last | week, We're / The company is having / organizing a | party to say goodbye to / farewell party for Isabelle Jacobs, who's / who is leaving atthe eng ofthe month (details attached), Just / | just wondered if you'd / you would lke to come. (The details are attached.) Look / I look forward to hearing from you All the best / Kind regards Theresa ‘Elicit somo of the features of informal email. These include: shortened sentences, with subjects and possibly verbs, ‘missing (Good to see you...) informal greetings and closing exoressions (Hi, All the best); informal vocabulary (having) and contractions (you'd). 9b ‘= Ask the class to identify the more formal words and expressions in pairs a and b. Do this as a whole class. 1b 2a 3a 4b 10 ‘© Show students the email and ask them whether they think that itis witten in an appropriate style for the message and the relationship between writer and recipient. Confirm that itis written in an informal style and should be written more formally. * Give students five minutes to rewrite the email. Monitor attentively to check that students are successfully eiting the email and writing It in a more appropriate style. 34 2 Trends‘Suggested answer Dear Paul, ‘Thank you for your email about visiting our showroom to look at bathrooms. That is not a problem. We just need to naw when is @ convenient time for you. We are having ‘some building workin the showroom next week, so think the following week is probably better. ook forward to hearing from you. kind regards, Tm (Customer Services) 11 BEGETS + Working on thelr own, students write a reply to Tim, thanking him and suggesting when you wil vist. ‘Suggested answer Dear Tim, ‘Thank you for your reply. | think that | willbe able to vist the showroom on Tuesday 23rd March, if that Is convenient for you. ook forward to hearing from you. kind regards, Paul 12 + Explain that students are going to evaluate each other's ‘emals using the five-point checklist. Ask them to swap thelr mals with a partner. They should check the emails carefully {or the features of formal emails listed in the checklist, in order {oul the 21st CENTURY OUTCOMES of Using emsil to Inform, using the appropriate register. + Give them a minute or two to report what they have rated back to the writers, Ty Photocopiable communicative activity 2.2: Go to page 212 for further practice of the language of meetings and introductions. The teaching notes are on page 234. 1 Set Workbook pages 20-21 for homework. 11 Set Workbook Writing 1 on pages 22-23 for homework. 2 Trends 35LISTENING [Ba Teaching tip 3: Using the Review lessons, Introduction, page 7. 1 ‘© Ask students to read the text about Broken Spoke. (Spokes are the thin metal rods that connect the outside of a bicycle wheel to the contre.) + Put students in pairs to discuss the questions before sharing the answers with the whole class. Answers Eeere re rere + People of all ages and backgrounds go to Broken | ‘Spoke, including homeless people. 2 Visitors learn how to ride and repair bicycles. They can also learn how to renovate old bikes so that they can be used again. + Tell students that they are going to listen to an interview with one of the founders of Broken Spoke. Let them read the ‘questions fist. Play the recording. Transcript 13 Interviewer, E = Eleanor So, fist ofall, can you just explain what Broken Spoke does? Well, we do three things: we run training courses - how ‘orice bikes and how to repair them, we sell bioycle parts and we have drop-in workshops where people repair thoir own bikes with our tools ana our help. 1: Andis ita business ora charity? E: It's non-profit business. I: Which activity makes the most money? E: Actually, we get equal income from each of the three activities, I: Ang why did you start it? Did you want people to have ‘a more healtiy form of transport? Was it beceuse you love cycling? Or . E: Yes, t's partly about physical health. Cycling is heat. But also it's about buiiding community and people sharing what they know with each other. We ive in a world where people don't have the skils or knowledge to repair things when they break. | wanted to do something practical and direct about that, something that brings people together, teaches them a skill anal helps the environment at the same time. I: Andis this a model that you can repeat — it! work in other situations? E: Oh, yes. There are ots of similar projects ~ in the UK, the USA and around the world. The problem for us here in Oxford is that ranting a workshop is so expensive. REVIEW 1 | units 1 AND2 The business model works, but the difficulty is finaing a place with a reasonable rent. We're renting this place now at a low rent but it's only temporary. Well, | hope you find somewhere more permanent: | think what you're doing is fantastic. E: Thankyou. + When students have fished listening, let them compare answers with their partners before asking individuals to give them to the whole class. Answers 1 It's a non-profit business. 2 She hopes it promotes healthy activity, helps build a sense of community and encourages people to share knowledge. (Ithelps the environment teo.) 3 The main problem is finding workshop space with a low fent inthe city 3 «+ Point out the incomplete notes to students. Explain that they need to complete them with the missing words. Tell then to try to complete the notes individually and then compare ‘thoir answers in pairs before listening to check. . Play the recording, Answers 1 paris 2 workshops 3 healthy 4 community 5 environment 6 USA 7 business GRAMMAR 4 ‘© Ask students to recall the various areas of grammar that they have studied so far. Ask them which area the next acti is testing adverbs and expressions of frequency). Students work on their own to put the expressions in the correct place. Explain that there is sometimes more than one correct position. ‘© When they have fnished, nominate students to say the answers. 86 Review Units 1 and 2Answers | 1 Broken Spoke is open to customers three days a week. 2 There's offen / Often there is someone to help you Immediately 8 Sometimes you will have to / You will sometimes have towalt ten or teen minutes. | 4 Broken Spoke always has a large number of parts for | bikes. 5 They don't usualy / Usually they don't have trouble finding the pert you need. 6 They see lots of different kinds of bike problems every «ay. / Every day they see lots of different kinds of bike problems. 7 They never like people to leave without solving their | problem, Bop peny non mice etc yc ow ry ey ot corert Sgr tl fe fama trl hey shud lea tals on abe 5 + Pls inp too ach ter cle comes ne ree! send ee cornea B cane snr ete sen ena = Gexritaw 2 ga_§ Tiomrng rn neko pombe Hocema patel tbe oun) @ogathe & hve simuyng, Peeve 8 si. 9 Tas 10 mls 11 mfiting 12 isbecoming 13 ‘te seeing 14 lke | 18 pay 16 learn 17 teaches VOCABULARY 6 + Decide whether the students can refer to ther notes or secs books fortis activity, Letting them do 20 may encourage ther to keep writen records ofthe voeebulary they have studied, or you may prefer to treat this as atest. + Tolthemto choose the correct options to complet the tox. + Focfeedback, nominate students to read out one sentence atatine Pee eee Answers eroning 2 having 3 trainee 4 increasing with | 6 do 7 priortize 8 common 9 get 10 have DISCUSSION 7 + Put students in pairs. Tel tham to list the ways that Broken ‘Spoke is making a positive contribution to society. Encourage ‘them to look at the indirect effects such as providing people with a sense of purpose, creating a social centre for people with similar interests and so on. ‘Suggested answers It trains people in useful skils; it provides the homeless and cother disadvantaged people with free or cheap transport; ‘encourages a green lifestyle; it promotes healthy living; it «gives people a sense of purpose; it creates a social centre for people with similar interests; it shows people that profit-making business model is not the only model that works; it avoids throwing away otherwise working bicycles. 8 ‘Put pairs together into groups of four. Have them poo! their ideas, then tell them that they are going to apply the same non-profit business model to another type of business. Let them choose one of the three types of business themselves, or they could choose another sector entirely. However, they must agree on one. Groups discuss how the business runs and how it can benefit society. They make notes. ‘As they are talking, write the following questions on the board and tel students to use the questions to guide thelr discussion, What does your business do? Is ita business, a charity, or something else? Why is ita good idea? How does it make a positive contribution to society? * Bring the whole class together to explain their business plans. * Optional step. Have students vote on the business plan that is most likely to already exist; the most imaginative plan; the plan they would most lke to develop. SPEAKING ‘+ Putstudents in pairs and assign each the roles of ether sim oF Ursula. ++ Decide whether students can complete the conversation orally without writing or not. f you think they can doit without ‘writen suppor, tel them to put their pens down, They should ‘compiste the convereetion using the prompts oraly only Explain that they can do it siowy the frst time, then try again more quickly the second time. ‘+ When they are reasonably fluent at the dialogue, have them ‘swap roles and try again Review 1 Units1and2 37‘+ Let them write up the dialogue in the spaces provided. For less confident students or classes, let them write the complete dialogue before reading them out loud. Answers 1 How do you do, Jim? 2 'm Ursula, 83 Ploased to meet you, Ursula. 4 Do you work here? 5 I'm currently working as a trainee architect ~ just for six months. 6 (I'm stil a student, realy. 7 Where are you studying? / Where do you study? * 8 My college is based in Nice in France. 9 And how are you finding / do you find the work here? * 10 It's 2 very interesting company to work for 11 Well, it's a pleasure to meet you, Ursula, 12 Nice to meet you too. ~ Both the continuous and simple are possible here, depending on whether the speaker views the studying / working as temporary or permanent. WRITING 10 * Ask students to read the letter and say what the purpose of the letter is and what the problem is. Elicit that its enquiring about a job but that itis too informal * Optional step. Gat the class to brainstorm the elements of a formal letter. If they can't remember many, tell them to check their notes about the lessons on pages 17 and 27, ‘Tell them to rewrite the letter in a more suitable style. AS they write, monitor carefully, paying particular attention to formality. ee 1 Dear Si/Madam 2 Ijustsaw 9 newspaper 4 Lam 5 twopoints 6 donot 7 doesnat 8 Could you tall me where Lean find 9 {look forward 10 Yours faithfully W ‘+ When students have finished, tell them to swap letters with their partner anc compare the changes they made, 38 Review1 Units 1 and23 Money UNIT AT A GLANCE THEMES: Money and its effect on our lives ‘TED TALK: An escape from poverty. Jaqueline Novogratz ‘iks about changing the way we fight poverty. AUTHENTIC LISTENING SKILLS: Rhythm and stress CRITICAL THINKING: Reading between the lines PRESENTATION SKILLS: Persuasion GRAMMAR: Countable and uncountable nouns, ‘e@xgressions of quantity: much, many, alot of, a few, alitis; very, to and enough LEAD IN + Books closed. Show students the photo on page 30 of the ‘Studer’s Book, covering the caption with your hand. Let them hare 2 good look a I + While you are showing them the photo, ask them the folowing questions. They make very brief notes about them: Were do you think this is? What might the occasion be? Whois the woman and why does she have a bank note on herheed? What's heopening withthe money? Why? + Putthem in pairs to ciscuss the photo. Give them a minute fortis: + Eict some of thelr theories about the woman in the photo. Then tl them to open their books on page 30 and read the caxtion. (Ste I the mother ofthe bride at a wedding reception inLagc, the biggest ct in Nigeria) Explain that people give ‘money the mathe ofthe nevly married woman as sign of respect in what fs called ‘the money dance! BACKGROUND 1 ‘+ Explain to students that they are going to watch a talk called An escape from poverty. They read the introduction then get into pairs and ciscuss questions 1-3. If necessary, ‘xpi the meaning of top-down in the phrase top-down aid: help and money that is given by the most powerful or richest to the least poweriul or poorest. VOCABULARY: Money PRONUNCIATION: Questions with Do you and Could you READING: Teaching financial literacy LISTENING: Everyday conversations ‘SPEAKING: Standard of living and quality of life, money ‘quiz, talking about money WRITING: A report WRITING SKILL: Writing numbors in a report ‘+ Use the three questions as a springboard for class information 2 n> some 3 have > don'thave 4 few little 5 much >alotof 6 any > some / the | 8 1 isn't enough space 2 very few 3 us too much | information 4 very much time 5 too few peopie ‘+ Optional step. Students describe the classroom and things that they can see using the expressions of quantity: ‘some, any, the, a, much, many, alot ofa few, a litte. Write 3 Money 45,these on the board and start off with some examples, ¢.0 ‘There aren't many students here today. We have a lot of posters on the wail. 10 ‘+ Students choose the correct options to complete the conversations. ‘+ When thoy have finished, put them in pairs to read out the ialogues and compare answers. + Optional step. Get stucients to alter the sentences so that, ‘they are true for them. Answers. | 1 many, afew 2 much, alot of 3 alittle, afew 4 much, afew SPEAKING Standard of living and quality of life 11 BEG * Explain that students are going to discuss and compare ‘heir standard of ving and quality of fe, Briefly discuss the difference in meaning between the two phrases. For example, you could say that some people with alow standard of living may stil have a good quality of life. ‘+ Show them the lst and make sure they can formulate ‘questions using the prompts, e.g. How much sleep do you get ‘each night? (Or How many hours sleeo ...). ‘= Put them in pairs to ask and answer the questions. As they ‘speak, go around the classroom paying attention to their use ‘of countable and uncountable quantifiers. ‘+ Stop them after a few minutes and make any comments and corrections you have about their use of English, 12 + Tell students to look at the information they have collected about their classmates and using the data, try to evaluate their standard of ving and qualty of life '= Put students in new pairs. [Bs Teaching tip: Three ways to pair up students, Unit 2.1, page 27. ‘© Tell them to report to their new partners about thelr old partners’ standard of Iving and quality of life ‘© Inwhole-ciass feedback, ask who has a very good standard of living, who has a good quality of if, and why. Try to draw out any conclusions students may have. 3 Photocopiable communicative activity 3.1: Go to page 213 for further practice of quantifiers. The teaching notes are on page 235. Da Set Workbook pages 26-27 for homework. EES How to manage your money READING Teaching financial literacy 4 ‘+ Put students in groups of three to five. They answer the ‘questions. Monitor their discussion. ‘© Eloct representatives from each group to report back to the class, Suggestedanswers + a,c, d and eare all ways of being ‘good with money’ b and don't necessarily mean a person is good with money, but they may be indications. 2-4 Students’ own answers 2 + Conclude the whole-class discussion by asking whether students believe itis important to teach financial skits to ctildren, Make sure they state why they think so and how old children should be when they learn these things. 3 ‘Ask students to read the article on page 37. They should look for answers to the questions in Exercise 2. + When they report what they have found, make sure they state where in the article the answers are given. Answers. According to the article, is important to teach financial skils because the use of credit cards and online banking these days makes money seem less real ines 14-16) land because borrowing is easler so there Is more danger that people will get into debt (ines 16~18). The article recommends starting this education at an ‘early age’ line 19); the use of fairy tales, quizzes and games implies that this should start with young children. 4 ‘+ Tell students to read the first two paragraphs of the arte again to complete the facts with one word from the text. Note ‘that one word (question 5) will need to change form. 4 * Have students read out their completed facts to the class. | answers | 1 enjoyment 2 financial 3 plastic 4 onine | 5 borrow 6 challenge 46 3 Money7 + Tel students to read the rest ofthe article to match the: teaching tools (1 with the descriptions (ac. + Let them check their answers with a partner. Je 20 3b 4a “+ bitheir pairs, students discuss thelr answers to questions 42. ee eee eee eer ‘Students’ own answors {Othe stories with a possible nancial message ‘rcv: Tho Goose thet Laid the Golden Ego, which | panting oo tong al proves tee Bertani om sor rm vont ted Te hed, wach actos ure epee itinwredenerarerwe cows | oer) JCABULARY Money Students choose the correct options to complete the iptons of three people's financial stuations. Read out the descriptions, pausing at each option for to call out the correct answer. ‘nested cam 2 borowed, owes 8 sponds, maken, | cord Optional step. Ask them which of the three people are. with money (Graham and Florence are managing OK). ‘ut which of them they relate to most and why. Also which of the tools mentioned in the article they might from. Bx that there are some useful nouns related to money the descriptions in Exercise 7. Tell tnem to find them and) them to their definitions (1-5) wes | ‘savings 2 debis 9 loan 4 salary 5 income Help students organize vocabulary notes Learners need guidance in organizing vocabulary ‘80 that they can learn it reliably and thoroughly ‘The students have studied a number of words ‘and phrases concerning money, so now is a good moment to consolidate learning by bringing the vocabulary together. ‘Ask students to brainstorm all the money words they have learned recently. Remind them of the verbs they used in Exercise 3 on page 33, for ‘example, and such phrases as ‘standard of living’ Con page 34, Invite them to contribute other related Words they know. Put them in groups to discuss the best ways to record and present this vocabulary on ‘one page of their vocabulary notebooks. Let them share their ideas. ‘A visual means of organizing this vocabulary is with a spideroram. Notice how words are organized ‘according to part of speech; nouns are indicated by a/an + noun. Collocations are given, such as invest in, ee = ay Encourage students to record wards in example ‘sentences that help them remember their meaning ‘and use. Make sure students leave space for more words and phrases that they might learn in the future, 9 + Tell students to use the words studied in Exercises 7 and 8 to write sentences about themselves. Monitor as they write, ‘checking accuracy and appropriacy. ‘+ Put them in pairs to discuss their sentences. Encourage them to ask each other follow-up questions. + Ifyou have followed the Teaching tip, you could tell them. +0 write up their sentences in their vocabulary books. 3 Money 47SPEAKING Money quiz 10 Tell students to read the statements and award each one a°5' if thay totally agree, "0 if they disagree, or any number in between. ‘© Put students in pairs to compare their attitudes to the statements. Encourage them to provide supporting examples by offering one or two of your own before they discuss theirs. For example, to illustrate the frst point, talk about someone you know who is careful with money and never goes on holiday or has much fun. Or conversely, someone who has hundreds of pairs of shoes but hasn't started a pension yet. f oe a | Students’ own answers * Discuss students’ answers inthe class, and why they ‘agreed / disagreed with the statements. Ask them to state what they think are sensible financial decisions. 4 ‘© Use whole-class feedback from Exercise 10 to lead into the question about how the students’ attitudes to money differs from those of their parents. Ask whether they think they make bettar or worse financial decisions than their parents have done. ‘+ Bring the lesson to a close by drawing any conclusions ‘about how attitudes to money have changed in general, ‘+ Optional step. Ask students what lesson about money they wich they had learned as a child and why. [Ey Photocopiable communicative activity 3.2: Go to page 214 for further practice of financial vocabulary and how much J how many? The teaching notes are on page 235. Ea Set Workbook pages 28-29 for homework. FEZ Have you got any change? LISTENING Everyday conversations 1 * Ask students to look at the photos. Ask them to think of other situations where they might talk about money. Also ask hich of these situations they might find themsalves speaking English in ‘© Tell them to match the photos to questions a-e. Don't ‘confirm answers yet as these are checked in Exercise 2. 2 ‘© BET Play the recording for students to check their ansies Answers. 1d 20 3c 4a 5b Transcript 1 A: I'd) lke $200 in Swiss Francs, please. What's the rate today? B: OK. $200 buys you 181 Swiss Francs. A: Doyou charge commission? No, it's commission-free. Thanks, Here's $20. Please keep the change. ‘Thank you. (Oh, and can | have a recelct, please? B: 2 Az. OK. That's $16.80, please. B: & 3 Az Excuse me. Do you have change for @ £10 note? B: Sorry, I con't, but you can get coins from the change machine. (OK Thanks. 4 ‘A: Thanks, that was delicious. Could you bring us the bi (Certainly .. Here you are. Thanks. Is sorvice included’? No, it isn Could you lend me £5 to get some lunch? Sure. Ai I'llpay you back when Igo to the bank. B: OK-no hurry. Background information British and American differences Americans use the word bil to refer to what Britons call a note, e.g. 2 ten dollar bil In the United States, a restaurant bill is known as 2 check, e.g. Could have the check, please? ‘Tell students to complete the everyday conversations wi the missing words. ‘© BEE Play the recording again for students to check. 48 3 Money‘rate, buys, fee 2 That, Here 3 note, coins 4 il Spay * Optional step. Stucents read out their dialogues. SPEAKING Talking about money Pronunciation Questions with Do you and Could you Receptive or productive? Inthe past, the model for good pronunciation for Jeamers of English was native speakers of English (N83) Today we understand that expecting leamers tospeak ike NSs is not just unrealistic, it may not be the best model to aim for. This is bocause there are features of connected speech that NSs use that ‘can make it difficult to understand, such as the | d3/ sound in Do you fase. lsimpornt for leamers to understand the fas, ‘tural speech of NSs, 9 they need to practise Isteing to hese features of comectec epeech fective. But do they nae to lear now to speak | ke this (oroductive practice)? Ask yourself whether _cuders wll bo easier to understand it they say ‘Do | ou. 49 Ff Ak tudes, oo, whether “Pej arto sound ke nave speakers of English clea speakers of Engsh asa global language. “Ask he class to listen to the sentences. ‘BID Pay the recording, * Askthem how the underlined words are pronounced fut that Do you and Could you sound like one word and gina é3) sound, atthem listen again and repeat the sentences. Tel hom to identity whether each question starts with Do B Play the recording. Ask students to listen carefully. 1 and 3 start with Could you and questions 2 ional step, Students listen again and write the four 2s acctation Extra activity ‘Memorizing dialogues ‘Some very common, formulaic everyday dialogues such as these may be worth memorizing by heert for instant recall real-life situations. Tell stucents that they are going to learn the dialogues by practising in pars. Let them rea through ‘them several times, thea tel them to close their books an try toremember every werd. They can take tuma, one reading and prompting while the ether tries to remember his or hor lines. Offer memorization support in the frm of prompts on the board. For example, forte fist dalogve, wie dike... in... please. What's... today? Ok. $200... 181. Do you ... commission? No, it's ‘As they begin to learn it by heart, increase the challenge by {gradually rubbing out words until there are few or no words left. Exercise 5 develops this further by varying the dialogue and adding complications. 5 ‘+ Put students in pairs. Tell them to look at the photos and ‘questions in Exercise 1. Explain that they are going to act out similar conversations to the ones in Exercises 1-4, * Point out the new situations (1~4). Check that students Understand that they have to practise similar conversations Using the new information. Give them a minute to predict ‘which useful expressions from the box they can use for each ‘conversation. Make sure they understand that the words and figures in blue are the ones they need to change. ‘+ Give them several minutes to practise all four conversations at least once. You could encourage further practice by having them swap roles. Monitor, listening carefully for good use of English. + Provide the class with feecback about their performance: and use of Engiish, correcting notable errs and evaluating overall competence. * Optional step. Pairs write new situations based on the ‘conversations for other pairs to perform, WRITING A report 6 ‘= Ask students to quickly read the report and explain who the writer might be and why they are writing the report. Elicit that the writer is a member of a group considering opening a French restaurant somewhere inthe city. The report isto help. ‘them decide whether the proposed restaurant is likely to be a success. ‘+ Tell them to read it again and answer questions 1-3, 3 Money 49Answer 1 The sentences are short. 2 It contains more facts than opinions. 8 Itends with the next step. Writing skill Writing numbers in a report Ta ‘= Explain the difference between a number written as a number (e.g. 1) and a number written as a word (e.g. one). ‘+ Tall students to read the report again to see whether the different types of number (1=7) is written as a number or a word, Have them write N for number and WV for word. + In feedoack list the numbers written as numbers and words respectively. 8 PE ‘+ Students write @ similar report to the one about Siovenia but about Ireland this time, They use the notes and figures in the box + Go around the class checking students’ writing. Pay particular attention to their sentence length and exoression of, numbers, 9 + When everyone has finished writing tell them to exchange reports with a partner. Ask ther to use the checkist to assess, their partners’ report. ‘+ They should ensure that the partner has recorded all the ‘acts accurately and written the numbers correctly, to ful the 21st CENTURY OUTCOME of Presenting information accurately. answers IN 2WON4WEWENTNEN | 7b ‘+ Tell them to punctuate the four numbers using the report asa guide. Answers Sssoam 2000 9 5280 © m0 + Ask whether English has the same punctuation rules for rumbers as their own language. Te ‘+ Explain that the report about Slovenia contains many numbers but they are all written in words. Students write the words as numbers where necessary. © Let them compare answers with a partner before ‘nominating individuals to share with the class. ‘Answers ‘wo paint one million > 2.1 million or 2,100,000 fifty-five per cent > 55% first of May two thousand and four > 1st May 2004 ‘wo thousand and four > 2004 ‘wo thousand and seven > 2007 Fity dollars ¥ forty-three dollars > $43 two hours ¥ ‘Suggested answer Ireland is a country with beautiful countryside. It has a population of 4.6 milion. Twenty-five per cent of the population live in the Dublin area, It joined the European Union in 1973 and enjoyed a period of fast economic ‘growth between 1995 and 2007. Dublin is quite an expensive city for the visitor. It will cost ‘you 2 minimum of $150 per day to stay there. One thing you should certainly do is buy a Dublin sightseeing pass. It costs €60 for a two-day pass and gives you entrance to 82 different museums and sights. “+ Optional step. Students write a similar report about thei ‘own country. First, they should make some notes and include figures about the population, cost of ving, history and tips the visitor. EB Set Workbook pages 30-81 for homework. GB Set Workbook Presentation 2 on pages 2-33 for homework. 3 Money.4 Success UNIT AT A GLANCE ‘THEMES: Career paths, education, the road to success TED TALK: Don't eat the marshmaliow! Joachim de Posada talks about how a ‘marshmallow test’ demonstrates that sef-dscipine can be an important predictor of success. AUTHENTIC LISTENING SKILLS: Dealing with accents (GRITICAL THINKING: Considering counter arguments PRESENTATION SKILLS: Body movement and gesture GRAMMAR: Past simple and past continuous, past pact ‘LEAD IN + Books closed. Wit success on the board anc! ask the cls to wrt a personal definition. Ofer your own example clay what you mean, 2.9. Success for me is getting up in “ne rming end going for run. Let students compare ther dein in pairs or groups. + Tel studens to opan thelr books on page 40. Ask: Where ye these people? What goal have they just achieved? What "persona! qualities do you think they possess? + Open he whole class discussion up with the question: eto jou tinkare te ingredients to a successful fe? BACKGROUND ‘Explain to students that they are going to watch a talk Dan eat the marshmallow! They read the introduction g2tinto pars and discuss questions 1-3. if necessary, ine meaning of predictor fi something wil be lke in the future. Norrinat individuals to share answers with the class. He helped’ companies and teams to find deep and ng reasons to succeed. thachim de Posada died in June 2018. ‘Coaches are employed to help people realize different in sports, business and personal health. There are ife coaches and language coaches! ‘Studers' own answers. (Marshmallows are soft children sometimes cook them over fires when ey go camping. Piranhas are fish with sharp teeth that ia South America and eat meat) VOCABULARY: phrases PRONUNCIATION: Weak forms: was and were / had and hadn't, Intonation with sorry READING: Paid to succeed LISTENING: Office conversations ‘SPEAKING: My career path, Incentives at work, Giving reasons for actions WRITING: Messaging WRITING SKILL: Prepositions in messages Success and rewarcs, prepositional KEY WORDS 2 * Tell students that they are going to leam some important Words from the talk. They should read the santencas and {guess the meanings of the words in bold. Have them cover up the definitions to encourage guesswork. Then let therm match the words and definitions (@~9. Answers 1b 2c Se 4d 5a 6f Optional step. Students rewrite the sentences so that they mean the same but without using the words in bold or their ‘synonyms in the definitions, e.g. 5! did very well in my maths and science exams because | studied hard. AUTHENTIC LISTENING SKILLS Dealing with accents ga ‘+ Let students read the Authentic listening skills box. ‘+ Optional step. Dictate or write on the board a series of awareness-raising questions about accent: What differences do you notice between your own accent land other accents in your language? ‘Are there ary accents that you find hard to understand in ‘your own language? Why? What about English? What accents do you hear? E.g. ‘American, British, your own accent, French, Japanese, ete. Which accents, both native and non-native English, are important for you to practise listening to? Put students in groups of three or four and give them time ‘0 discuss the questions, Then draw conclusions with the whole class. 4 Success 51‘+ Tell them to listen to the sentence from the TED Talk. They should pay attention to the way the underlined words are pronounced. ‘+ EBD Play the recording. Then elicit any differences they notice, ee Answer (Come and another contain the /n/ sound in British English. Joachim de Posada pronounces them /korvand /anodar/, replacing the /a/with /o/ 3b ‘+ Students read and listen to the sentences, focusing on Joachim de Posada’s pronunciation of the underlined words. + [BEST Play the recording. Then elicit the pronunciation. Answers. ‘The main difference between all these words is that the {ni sound in British English is replaced by /o/. British /trsbl/, Joachim de Posada (J de P) /robV/ British Jeaml, J de P /eom/ British /kalambra/, J de P /kolombia/ British /tanl, J de P /foni/ British /n@a/, J de P /odar/ + Explain that this is a common difference with Spanish speakers of English. Ask studonts if they can explain some of the pronunciation differences for speakers oftheir language. lf they are Spanish speakers, find out if they know more differences, ESE Don’t eat the marshmallow! TEDTALKS 1 ‘+ Tell students they are going to waich the TED Talk. Ask ‘them to read questions 1-3. ‘© CIEE Play the whole talk Transcript (0.12 I'm here because | have a very important message: | think we have found the mast important factor for success. And it was found close to here, Stanford. Psychology professor took kids that were four years (lo and put them in @ room all by themselves. And he would tell the child, a four-year-old kid, ‘Johnny, | am going to leave you here with a marshmallow for fifteen ‘minutes. If, after | come back, this marshmaliow is here, you will get another one. So you will have two." To tell a four-year-old kid to wait fifteen minutes for something thet they like, is equivalent to telling us, ‘We'll bring you coffee in two hours.’ (Laughter) Exact equivalent. 52 4 Success 101 1.42 2.28 2.95 444 8.13 535 ‘So what happened winen the professor lef the room? ‘As soon as the door closed .. two out of three ate the ‘marshmallow. Five seconds, ten seconds, 40 seconds, 50 seconds, two minutes, four minutes, eight minutes. ‘Some lasted fourteen-and-a-naif minutes. (Laughter) Couldn't doit. Could not walt. What's interesting is that ‘one out of three would look atthe marshmallow and g0 like this .. Would look at it. Put it back. They would wak ‘round. They would play with their skirts and pants. That child already, at four, understood the most important princiole for success, which isthe ability to delay gratification, Sel-dlscipline: the most important factor for success. Fifteen years later, fourteen or fifteen years later, follow-up study. What did they find? They went to look for these kids who were ‘now eighteen and nineteen. And they found that 100 per cent of the children that had not eaten the ‘marshmallow were successful. They had good grades. They were doing wonderful®™ They were happy. They had their plans. They had good relationships withthe teachers, students, They were doing fine. A great percentage of the kids that ate the marshmallow, they were in trouble. They did not make it to university They hed bad grades. Some of them cropped out. A few were still tere with bad gredes. A few hed good grades. | had @ question in my mind: Wouid Hispanic kids react the same way as the American kids? So | went to Colombia, And I reproduced the experiment. And It was vary funny. | used four, five and six years old ids. And let me show you what haopened. (Spanish) (Laughter) ‘So what happened in Colombia? Hispanic kids, two ‘ut of three ate the marshmallow; one out of three did not. This Ite gi was interesting; she ate the inside of the marshmallow. (Laughter nother words, she wanted us to think that she had not eaten i, so she would get two. But she ate it. So we know shell be successtul. But we have to watch her. (Laughter ‘She should not go into banking, for exemple, or work in? a cash register. But she will be successful ‘And this applies for everything." Even in sales. The Sales person that ~ the customer says, ‘I want that" ‘And the person says, ‘OK, here you are.’ That, ate the marshmallow. I he sales person says, Wat ‘second, Let me ask you a few questions to see if {sa good choice.’ Then you sel @ lot more, So ths applications in all walks of fe. J end with ~ the Koreans df this. You know what? This isso good thet we want e marshmallow book for children. We did one for cildren. And now itis ‘over Kores. They are teaching these kids exactly ti Principle, And we need to lear thet principle here the States, because we have a big debt. We are ea ‘more marshmallows than we are producing. Thank ‘you so much,(0) InBiish English this wuld be betor expressed as They were doing wonderfull. Soratimes in English adjectives can be used as adverbs, epecaly in American Engish 2. Drive safe, He's cong great. In British ge, hese woud be Drive safely, He's doing wel, 2) Nomaty sic year-oe kids. 9) Nomaty ata cash register. 4) Nomaty spies to eventing. Note the differences in British English and North American Erglsh shown atthe foot ofthe spread. In this unit, these focus on vocabulary differences. See Teaching tip 1 on page 6 cf the Irtroduction for ideas on how to present and practise ‘hose diferences. * Give students time to compare their answers with a partner before eliciting answers from the class. ‘eatthe marshmallow 2 Most of them didn’t succeed 8 those who didn't est the marshmallow * Optional step. Put students in pais. Ask them to devise similar test for aduts. Pairs share their ideas with the class, ote for the best idea. Background information | Psychology tests on young babies ‘The ‘Marshmallow test’ is famous for what it can predict, ‘about the children's futures but also for its ingenious | simpicty. However, testing children is usually much more dificult. For example, it must be impossible to test yyoung babies, before they can communicate. So how did | ‘psychologists find out that babies just a few months old ‘can distinguish similar sounds? tn 1971, Peter D Eimas and colleagues from Brown University designed a clever experiment which measured how interested babies were in what they could hear ‘by how quickly they sucked on an artificial nipple. The ‘quicker the sucking, the more interested the babies | ‘were, they assumed. They found that babies as young as one to four months showed increased interest when a repeated /b/ sound changed to /p/ and vice versé 2 ++ Telithe class that they are going to watch the fst part ‘ithe talk again. They need to choose the correct options to complete the description of the marshmallow test. Give them amirate to read it. + Play the frst part of the tak from 0.00-1.24 "+ Again, et students confer before nominating individuals to “Shae answers with the class, Answers {psychology 2 four S another marshmallow A fteen 5 Two 3 * Tell them that for the next section ofthe talk, they should complote sentences 1-4 with one word or number. + [GERI Play the second part ofthe talk from 1.24-2.47. Elict answers. rem eee 4 ‘+ Ask students to read questions 1-5 and see if they can remember any answers. ‘+ DEERE Play the third pat ofthe talk from 4.44 to the end, ‘Give them a couple of minutes to discuss their answers in pars. Then open the discussion to the whole class, Answers: 1 The girl ate the inside of the marshmallow. She tried to ‘tick them into thinking she had not eaten i. 2 He thinks she will be successful (out that she needs to be watched). 3 They can ask the customer questions to encourage | them to buy more from them. 4 Korea 5 He thinks they should teach this principle in the United States because they are using more resources than they can produce. VOCABULARY IN CONTEXT 5 * [35 Play the clips from the talk. When each muttiple- choice question appears, students choose the correct was jog. 3 westhinking > thought 4 haclforgetten > 5 sheadyieft > had already left 6 did-you 9 aid you park | Pronunciation had and hadn't Ww * Tell students to listen to the sentences with had and hadn't {rom the Grammar box to find out how had is pronounced. ‘After each sentence pause the recording for students to repeat, focusing on the pronunciation of had. + BB Play the recording Answer Uke was and were in Exercise 6, had can be pronounced as @ weak form: /nad/ or fully contracted ‘a, In the ‘sentences here itis contracted, although itis pronounced strongly in the negative hadn't insednt/. As in Exercise 6, don't focus on the isolated word; make sure students Practise itn the context of the phrase or sentence, 12 ‘+ Tell students to compiete the sentences by choosing the correct options. * Elicit the sentences from individuals to confirm the {nswers, checking pronunctation of had. Answers: ‘Thadn'tdecided 2 hadhad 3 hadn't arived 4 didn't eat 5 took 6 had done SPEAKING My career path 13 * Draw a time line of your own career path, from your ‘schooldays and education through to the present day. Present it by describing the events and the reasons for the path you took. * Optional step. Discuss the metaphors we use to deseribe the series of events in our ives, Explain that career path is ‘@ common metaphor, but there are other ways of representing atime line. Elicit a few from students, such as a river, a road, a ‘rain lin, stepping stones and so on. Let students decide how ‘they want to represent ther time lines in the next step. At the end of the exercise, ask them why they chose that metaphor. ‘+ Tell students to make a similar time line to yours. Give them a few minutes for this. While they are busy, suggest ‘some landmarks they might lke to include, such as leaving ‘school, graduation, first jobs, changes to the direction of the ppath and eo on, ‘+ Indicate the 21st CENTURY OUTCOME at the foot of the page. Present a few ways on the board of explaining reasons for things that happened and decisions you made, e.g. decided to... because Ym not sure why. Iwas thinking of .. when |. 4 Success 57‘+ Put them in pairs to show each other thei timelines ancl ‘exolain it. As they talk, monitor, carefully noting good and bed Uses of narrative tenses. Check that they are explaining their reasons for their actions clearly. Correcting speaking activities Students appreciate being corrected during speaking activities; as woll as reinforcing learning at the point that they are using language, It helps them to realize the benefits of speaking activities in class. However, it can be demotivating knowing you've made jots of mistakes. Here are some tips for more friendly feedback! ‘+ Don'tinterrupt students in the middle of a ‘speaking activity, unless there are serious problems or no one is using the new language correctly. As you listen, quietly take notes of Interesting use of English. ‘+ Make a note of instances where students have used new language wel, not just their errors. It is reassuring to know you are on the right track! +» Prioritize errors: those that could cause ‘miscommunication, that are interesting for some reason or other, widespread errors, or errors that are quick to correct because students will be able to immediately self-correct. Most importantly, listen out for students’ use of the target language of that lesson, the language they have just leaned. Encourage self-correction. Ask questions like: Is this sentenee correct? Why not? Signpost the error so students have an idea of what's wrong, e.g, What's the problem with the noun? Was this ‘action before or after that one? How many syllables in his word? + Name names! Don't be worried about saying: Birgit, you said ‘x’. What should you have said? ‘Students know that they all make mistakes, and they can leam from each other's, but they pay attention more when they know it concerns them, Point out the errors of the stronger students as well as the weaker ones to avoid demotivation. + Encourage students to record their errors. You could get them to compile list in their notebooks. called My common errors. ‘= Optional step. For homework, have them swap time lines, take each other's home and write a biography of their classmates. They can present them as gifts to one another at the beginaing of the next lesson. 3 Photocopiable communicative activity 4.1: Go to ‘page 215 for further practice of the narrative tenses. The teaching notes are on page 236. [Bl Set Workbook pages 36-37 for homework, EA | didn’t do it for the money ... READING Paid to succeed 1 + Ask students to read the statement about motivation, ‘think about the meaning of the words in bold and think of en ‘example for each. + Invite students to say whether they agree with the statement and justify thelr point of view. | Answer if you reward someone, you give them something go0d, such as money or praise because they have done something good, e. you thank someone for helping you | Hf you punish someone, you give them something bad | because they nave done something bed 0. you have to pay a fine for parking illegally. + Optional step. Draw a donkey, a carrot and a stick on the board. Ask students which isthe reward (the carrot) and wii the punishment (the stiok). Point out the nouns reward and punishment. 2 ‘+ Put students in pais to discuss the different motivations they had as children from parents and their school and Whether they worked, ‘= Elicit’ some examples of rewards and punishments. Disc asa class the effectiveness of each. 3 ‘+ Tell students to read the article and choose the statem: ‘that best summarizes Gorard's idea. Make sure that they justify their answers by finding evidence in the article. ‘Support your answers - reject wrong answers, Muttiple-choice activities sometimes require students to justify why one answer is correct, but they can support their choices better if they are also able to say why the other answers are wrong. Challenge students to do this by asking, if answer ais correct, why itis correct, but also why b and care wrong. Reading tasks such as this are common in the ‘major English exams, and often the correct opti ‘only become clear ance the incorrect answers been rejected. 58 4 SuccessAnswer Statement cis the correct answer (see lines 31-22). Statement ais not correct because this Is the experiment ‘that telled in Chicago, which Gorard disagrees with. Statement b is not correct because attendance is only cone ofthe good study habits he recommends rewarding (soe lines 28-30). b dian 4 + Ask students to read the article again, this time searching for evidence supporting options a-c in sentences 1—4. + When they have Tnished reading, let them discuss their answer in pairs, + Optional step. In pairs, students make notes of reasons ‘hy the correct answers are correct and the other options are ireorect. ene ee 1 b ines 3-6. There is no evidence for a orc} 2-c ings 19-16. There is no evidence fora or b.) 43 ¢ fines 24-27. There Is no evidence for a, and option b Isr correct because in ines 23-24 it says ‘test results did not greatly improve’) 4b (nes 36-38. There is no discussion of the teacher— student relationship mentioned in option a; option cis incorrect because it doesn't explain why giving praise would cost money.) 5 + Explain that words 1-5 can be found in the article Tell suds to find them and use the context to match them to the words with similar meanings. Jement " ‘Answers 4 fin 1) rch 2 (ine 6) reward 8 (line 10) hard work } 4 fine 14) goats 5 (ine 31) resuts | fers a VOCABULARY Success and rewards re 6 Pre + Ask students to choose the best option for each sentence, ner “elem that athe words can be found in the ate. EF + Noinateindividuas forthe answers. : ‘Answers pions ‘revard 2 incentives 8 motivate 4 preise shave: Sassod 6 set 7succeeded 8 achieve + Ask the class the following questions to consolidate ‘understanding What are the two possible results of taking a test? (You can pass or fai) What verbs collocate with a target? (set and achiave) Who sets targets, the company or the employee? (the company) Which vert Is often followed by ‘in’? (succeed) What phrase moans money as a reward? (a financial Incentive) When you praise someone, what can you say? (e.g. Well done! Good job! You aid really wel, tc:) Which verb has no object (Le. itis intransitive): succeed or achieve? (succeed) 7 ‘= Tall students to use words from Exercise 6 in the correct form to complete the text. ‘+ When they have finished, put them in pairs to check their answers. Answers. 1 reward 2 pass 9 motivates 4 succeed 5 achieve 6 praise 7 fail 8 incentives. 8 ‘+ Put students in pairs so that they can discuss which ofthe Views in Exercise 7 they agree with, + Elicit whole-class discussion and encourage an exchange of views Background information How the brain rewards itself Perhaps you have this expression in your language: Learning is its own reward. Well, we now understand ‘that this may be literally true, neurologically speaking. ‘Money may motivate, but curiosity is what really interests the brain in learning. When a person is more interested in something, such as when they know a litte about something but there is a gap in their knowledge, their brains produce more of a chemical called dopamine. This strengthens the memory involved in learning, so they learn better. Dopamine is what you get after feeding an ‘addiction like chocolate. It's the brain’s way of rewarding | itself SPEAKING Incentives at work 9 + Put students in small groups. Ask ther to look at the list of common incentives that employers use to motivate employees. Tell them to discuss and decide which incentives cost most, are most effective and which they personally respond to best. * While they are talking, ston carefully to their ideas and the language they use. Make 2 note of good uses of the target vocabulary as well as any errors. 4 Success 59‘Suggested answers The writer is. + sympathizing with someone who didn't get ajo. 2 sympathzing wth someone who couldn't ge tickets for something they wanted to see. 3 explaining why they dit come to party 4 congratulating someone on passing exams 5 congratulating someone on getting a prometion. | 6 explcining why thoy cannot come toa training session. | congratulating someone onthe announcement of heir wedding 8 explaining why they wil be late ‘9 sympathizing with someone who has had a car accident, 10 * Ask the class if they notice anything unusual about the sentences in the messages in Exercise 8. Amongst the ideas you discuss, make sure they mention the fact that words are often missed out ‘Ask them to identity the missing words in sentences 1-4. You could do this together with the class as a whole. Answers 1 Thope... 2 Vcan't... 3 It'sa shame... / What a shame .../That's a shame... 4 That's great news .../ What great news | Writing skill Prepositions in messages W ‘+ Tell students to quickly undertine all the prepositions in the messages in Exercise 8 ‘+ Ask them to complete the sentences with the correct preposition: either about, for or on. Answers 1 about 2 about,for 3 on,for 4 for 6 on 6 about 12 + Explain to students that they are going to practise writing ‘messages to ther partner. Show students the three subjects they will write about * Toll them to acid a fourth subject oftheir choice. To help ‘them think of one, tell them to get out their mobile phones if they have them, open a messaging app that they often use, and read through some recent messages for inspiration * Tell students to write the four messages to thelr partner. ‘As they write, go around the room, checking on their English, paying attention to use of prepositions. Remind them that we Use ether @ noun or the ~ing form of a verb after prepositions. 13 + Pairs now exchange messages. Tell them to use the four- point checklist to evaluate their partners’ messages and check that they are appropriate forthe situations. ‘Suggested answers 2 Great news about your driving test. Not surprised, but really pleased for you. Well done! » Alraid can’t attend the meeting this morning, as | need to g0 to the doctor. ¢ Really bad luck about missing the holiday. Hope you found your passpon. + Optional step. if students are happy to share contact tails, or already have a group for the class established ‘on a messaging app such as WhatsAnp, a Facebook group or a class forum, they may wish to write the messages on their phones and send them cigitaly. This may be a suitable moment to create an online class group to which everyone ‘can write, multiplying the communication possibilities. Once students have practised the messages in Exercise 12, they can write personalized messages to individuals in the class. An online social media class group ‘There are many benefits to creating an online group for you and your class. As well as administrative advantages, such as letting students inform you ‘of absence or letting you remind students of homework, it opens up all sorts of possibilities for encouraging students to study and use English in variety of ways outside of class hours. The skill (of messaging will certainly get lots of practice, for ‘example, among other things. fr mata ‘There are potential drawbacks to giving students your contact details, which you should think about carefully before starting, If used well, though, an online continuation ofthe class adds a dimension to students’ learning and brings English closer to their everyday lives. a Phoiocopiable communicative activity 4.2: Go to age 216 for further practice of prepositional phrases and past simple and continuous. The teaching notes are on page 236. GB Set Workbook pages 40-41 for homework GB Set Workbook Writing 2 on pages 42-43 for homework.READING our 1 + Tollstudents to read the article about M-Pesa and answer questions 1-5. + Letstudents discuss their answers in pairs before conducting whole-class feedback. | answers + bile money in Swahili 2 areroUton inthe way people recelve money, make payments and transfer money rom place to place 4 creep, convenient et | 4 service points, or ‘outlets’, usually in petrol stations and 8 | sone ‘up § Ithas motivated a new generation of Kenyan on | ertepreneurs to develop now technologies to help people table in developing countries. nee hey GRAMMAR 2 + Students choose the corect options to complete the surmay. + Nominate incviduals to share answers with the class. ‘Answers es jmay Qaloto! 3- 4a Satew 6 any | x Tno Ba il . hoe 3 + Elan thatthe next passage describes how M-Pesa began Tel them to complete it with the verbs in brackers in fe oorect past tense form. + lot the tree forms students have been studying (past ji sinple, past continuous, past perfect. their — ‘Answers teare 2 noticed 3 weresending 4 used Seo) 6 met 7 had akeady started 8 launches sand BE VOCABULARY 4 can + Tel students to choose the corect options to complete the ‘sziences about M-Pesa, + To check their answers, they look up any they are unsure “boutin ther vocabulary notebooks. Answers. ‘orn 2can 3 heame 4 eet & eninge Brenats 7 echove Sincenve © set 10 snd | REVIEW 2 | units 3 AND 4 5 * Tell students to complete the account. They should use the. ‘words in the box. ———— = ‘Answers ] 1 loan 2 succeeding 8 save 4 payment 6 afford | 8 lent 7 achieving 8 made DISCUSSION 6 * Put students in pairs or small groups. Direct their attention ‘0 the three discussion questions. * Let them talk fora few minutes. Ensure that they make notes as they go along, Listen out for interesting use of English in their discussions, such as use of recently leamed grammer ‘and-vocabulary, or notable error. ‘+ Put pairs or small groups together to share and compare their ideas. + Elicit some ideas for whole-class discussion. Give feedback on their discussion. [a Teaching tip: Correcting speaking activities, Unit 4.2, age 58. ‘Suggested answers. 1 Students? own answers 2 M-Pesa is used in Kenya, Tanzania, South Africa, Aigharistan, India and Romania. These are all developing countries at different levels of development; all have populations with limited access to computers, but where ‘mobile telecommunications are affordable to many and play a big part in daily life, 3 Possible areas where technology is adapted to | Particular situations include: those adapted for people ‘with physical disabilities, such as messaging for the deat community; technologies that can go to places that humans cannot, such as robots in radioactive places or probes in space; translation software that allows people to understand other languages. Areas where itis adanted to particular counties include: the wind-up radio for developing countries with no electricity, invented by ‘Trevor Baylis; genetically modified ‘golden rice’ which contains high amounts of vitamin A for children in Indias and the development of different renewable energy projects for different countries, Review2 Units3and4 63Extra activity Poster presentation ‘Students work in groups to plan an infographic or poster presentation about a subject that emerges from their discussion, e.g. technology in developing countries, popular technologies in their local areas, uses of mobile technology. First, they research the topic online. They design a poster to present the information in graphic form. When the posters have been prepared, they are displayed around the room. ‘Students go around the poster ‘exhibition’, asking questions ‘about each other's posters. SPEAKING z «© Ask students to take tums in pairs to say the parts of either Jonny or the interlocutor the cashier water, Wilson or David) + Tell them to put their pens down. They should complete the conversation using the prompts orally ony. Explain that they can do it slowly th first time, then try again more quickly the second time. ‘Answers 1 J: Hello. ' like to change €200 into Kenyan shilings. What's the rate today? | c: t's 110 shilings for 1 euro. 2 | |: sony. im na purr. Cen | have the Bl please? | J: ts service inctuded? We Nae [2 ciate rani | ir trretad ao Gul bn Fi | J: So, ad you paint them? | D: No, sorry. | didn't realize it was urgent. ‘+ To consolidate let them write up the dialogues in the spaces provided. 8 + Tell students to act out the dialogues from memory. [Ca Extra activity: Memorizing dialogues, Unit 3.4, page 42. ‘+ Ask for volunteers to perform the dialogues in front of the class. WRITING 9 ‘+ Put students in pairs. Explain that they are going to write three short messages to their partner, who will then reply to them, Point out the three subjects (1-3). Give them two minutes to write the messages. Ask them to leave a space under each message for a reply 10 ‘+ Tell them to swap messages. In the spaces that their partner has let, they write responses. "1 ‘= Let them compare answers to soe whether they used the same phrases to congratulate, explain and show sympathy. = Suggested answers i, 1 A Guess whet! DEC Electrons has ust offered me | a job as a manager in their factory in Kenya. sn that exciting? | _B That's grat news m realy leased fr you. 2 A Can you meet me after work for 2 coffee this evening? There's something I'd lke to ask you. B I can't, 'm afraid. | have to pick the kids up from school today. 3 A | missed the flight home. The taxi was late and the | traffic was terrible! |B somy to hear that. Gan you get another fight straight | anay? 64 Review2 Units Sand 4